Connecting embedded and stand-alone peer mentoring models to enhance student engagement

Authors

  • Rhys Cooper Victoria University

DOI:

https://doi.org/10.5204/ssj.v9i2.406

Keywords:

PASS, Supplemental Instruction, SI, Peer mentoring, Trident, Victoria University, VU, Engineering, Student Mentoring, Mentoring

Abstract

This paper outlines the Trident Student Mentoring Program that runs in the College of Engineering at Victoria University, Melbourne, Australia. The program offers both embedded and stand-alone models of peer mentoring services to the same cohort of first-year students. It shows that by forming strong links between these two types of peer mentoring models, the inherent challenges of both, such as low attendance rates in stand-alone models and short periods of peer to peer time in embedded models, are mitigated.

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Published

2018-03-25

How to Cite

Cooper, R. (2018). Connecting embedded and stand-alone peer mentoring models to enhance student engagement. Student Success, 9(2), 87–93. https://doi.org/10.5204/ssj.v9i2.406

Issue

Vol. 9 No. 2 (2018): Volume 9, Issue 2, 2018

Section

Practice Reports

License

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.